Bland epor och hijabs: Kontroversiella frågor på en högstadieskola i bruksorten

Abstract in English

This dissertation investigates how controversial issues are manifested and managed among 15-year-old students in a Swedish school in the industrial town of Stenshamra. Historically a mining town, Stenshamra has evolved into a hub for multinational industry, experiencing rapid demographic changes. The school and its staff, committed to upholding democratic values and multicultural principles, navigate these dynamics daily.

The study employs ethnographic methods, including participant observation conducted over three terms and in-depth interviews, to capture the everyday life and perspectives of students and school staff. The dissertation seeks to understand how controversial topics arise in the school setting and how they are negotiated by students and staff. It also examines the implications of these interactions for the school’s role in fostering democratic values. The purpose is to generate knowledge about how controversial issues are expressed and managed among 15-year-old students in a town characterized by hyper-complexity. Additionally, it explores how students experience, perceive, and interpret controversial issues, and how they wish teachers and school staff to address and handle these issues.

The theoretical framework draws from various academic fields, including political theory (Arendt, 2006), educational research (Biesta, 2019, 2022), social anthropology (Douglas, 2002, 2011), and sociology (Berger & Luckmann, 1967).

A clear result of the study is that friction is an essential component of a diverse and hyper-complex society, leading to the constant emergence of controversial issues as a natural part of this dynamic. The results also clearly show the students’ desire for the school to be a place where discussions about current societal issues take place and where multiple perspectives are presented simultaneously. The concept of radical grown-upness is highlighted in the dissertation as a key component of this work. Teachers and school staff who embody radical grown-upness demonstrate a variety of qualities and skills that help them navigate the challenges of discussing controversial issues. They approach complex questions with an open mind, acknowledging that these issues often lack simple answers, and they are willing to engage in reflective dialogues with students. They appreciate the importance of exploring different perspectives, encouraging students to do the same. While they set clear boundaries and norms for discussions, they also foster a safe environment where students feel respected and comfortable expressing their opinions and emotions. Through their approach, they become role models for handling controversies with respect and openness, inspiring students to develop these important skills.